Sociodrama Method Research Articles

Using sociodrama in EFL speaking class

This paper address the improvement of students' speaking skill through sociodrama method for higher education students. In Indonesia, English is studied as a foreign language from elementary school up to university degree. But, generally speaking, Indonesians' English competency is nothing up to intermediate level. This concern led to action research which uses design Kemmis and Mc. Taggart model and is applied in four steps; they are planning, acting, observing, and reflecting. It illustrates the way in which the result of teaching learning in every cycle. The study examines in detail how students develop their speaking skills when engaging in play. The instruments to collect information were students' test, students' interviews, observation sheets and field notes. The study examines in detail how students develop their speaking activity when engaging in play in every cycle. In cycle 1, students' participation is they establish communication with acceptance criteria, while in cycle 2 and 3 they grow their communication well after the researcher gives additional treatment about the sociodrama-base speaking task. The findings revealed that doing speaking task based on sociodrama were the most frequent activities done by students to develop and practice speaking in the classroom with the additional task in the form of homework and it improved every cycle. This research indicated that the implementation of sociodrama task-based helped the students practice speaking skills a lot and improved their speaking skills on aspects of pronunciation, vocabulary, grammar, fluency, and comprehension.

IMPLEMENTASI METODE SOSIODRAMA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM MATERI BEREMPATI ITU MUDAH MENGHORMATI ITU INDAH DENGAN PENDEKATAN SAVI UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS VII D DI SMPN 2 TUGU TRENGGALEK TAHUN PELAJARAN 2016-2017

The researcher have taken the location of this research in SMPN 2 Tugu Trenggalek by the reason it is one of SMPN in Tugu subdistrict that the progress is quick, with the result that many students want to study in SMPN 2 Tugu Trenggalek. The progress indicators can be looked from many events have reached by students of SMPN 2 Tugu Trenggalek. Except that SMPN 2 Tugu Trenggalek is one of SMPN in Tugu subdistrict to be pilot project of K13.The purposes of this research to describe the implementation of sociodrama method on PAI lesson in berempati itu mudah menghormati itu indah material by using SAVI approach and analise the increasing of the result study of students from the implementation sociodrama method by using SAVI approach in berempati itu mudah menghormati itu indah material. This research is the Classroom Action Research (PTK), where consists two cycle and in the ane cycle consists two meeting. Technic of collecting data have taken from the result of interview, observation, documentation and result of field note. Correction of data validation have used triangulation method based on source. Analise data in this research have used description analistic by collecting data, processing, analise and reduce to be conclution. The result of the research have appointed to increasing study result from precycle the classical completeness is 46,43% by everage 52,86 increase on cycle I the classical completeness 67,86 % by everage 66,71 and on cycle II the classical completeness to be 82,14% by everage 78,36.

Sociodrama Method; Stimulate the Development of Attitudes, Knowledge and Skills of Students in Excellent Service Learning

Implementation of the Curriculum 2013 expects students not only memorize the theory, but is expected to practice it or apply it to gain knowledge, skills and attitude development so that the quality of education to be good. There are some materials in Service Excellence subject, among others are as follows: a) Standard of Personal Appearance, b) Prime Service Principle, c) Providing Help to Customers, and d) Communication with Customers. However, some knowledge materials in the Excellent Service such as how to provide assistance to customers and communicate with customers are difficult to understand by students when teachers explain by lecture method. This can hamper the creativity and skill of the students because the learning only takes one direction, while the material presented is the material that is practical and demands the skills of the students. Direct practice or demonstration is meant for students to imagine and feel as though they are in real situations when the excellent service is performed. Learning process like this, requires a learning method that can support the learning objectives. The Sociodrama method is a teaching method in which the teacher provides the opportunity for the pupil to perform certain role playing activities as found in the life of the social community. The conceptual review in this article proves that the Sociodrama method has successfully stimulated the development of students' attitudes, knowledge and skills in Learning service excellence

MENINGKATKAN KEMAMPUAN BERBICARA PADA PELAJARAN BAHASA INDONESIA DENGAN MENGGUNAKAN METODE SOSIODRAMA SISWA KELAS V SD NEGERI 104214 DELI TUA

The purpose of this study is to improve students' speaking ability by applying the sociodrama method through learning Indonesian in grade V SD Negeri 104214 Deli Tua. This type of research is collaborative action research (PTK). Data collection methods used are observation, and documentation. Based on observation result of first ability of researcher with teacher of class 38 people from 26 students there are 5 students who able to speak with percentage (13,1%) and 33 students who have not able to speak with percentage (86,9%), with mean value Class 23.68. Keywords : Ability, Speaking, Sociodrama

Pengaruh metode sosiodrama terhadap hasil belajar dan sikap tanggung jawab dalam pembelajaran PKn

This study aimed to analyze: (1) the significant effect of the socio-drama method with texts are written by teacher on the students’ learning outcome; (2) with texts are written by students on the students’ learning outcome; (3) with texts are written by teacher on the students’ responsibility attitudes; (4) with texts are written by students on the students’ responsibility attitudes; (5) the effectiveness of socio-drama method with texts are written by students and socio-drama method with texts are written by teacher for learning outcomes and attitude of responsibility. This type is a quasi- experiment with pretest-posttest control group design. The population was the 10th Grade Students SMA Negeri 8 Kota Kediri 2016/2017 school year. The study findings are as follows: (1) the socio-drama method with texts are written by teacher does not have significant influence on the students’ learning outcome; (2) the socio-drama method with texts are written by students has significant influence on the students’ learning outcome; (3) the socio-drama method with texts are written by teacher does not have significant influence on the students’ responsibility attitudes; (4) The socio-drama method with texts written by students has significant influence on the students’ responsibility attitudes; (5) Socio-drama method with texts are written by students more effective than socio-drama method with texts are written by teacher on the students’ learning outcome and responsibility attitudes.

AN EFFECT OF SOCIODRAMA METHOD IMPLEMENTATION IN STUDENTS LANGUAGE SKILL AT FOURTH GRADE ELEMENTARY SCHOOL IN CLUSTER XII OF BULELENG DISTRICT

This study aimed at finding the effect of sociodrama method influence upon students’ skills of listening, speaking, reading, and writing. This study is a quasi-experiment which the data were analysed by using MANOVA. The samples were 75 students class IV of Public Elementary Schools in Cluster XII of Buleleng District. 37 students became the subject of experiment class and 38 students became the subjects in control class. The four data were collected by using language skill evaluation in form of written and performance test. The finding shows that: (1) There was a difference of listening skill between the students who followed the sociodrama method with students who followed conventional teaching method; (2) There was a difference of reading skill between the students who followed the sociodrama method with students who followed conventional teaching method; (3) There was a difference of writing skill between the students who followed the sociodrama method with students who followed conventional teaching method; (4) There was a difference of speaking skill between the students who followed the sociodrama method with students who followed conventional teaching method; (5) Simultaneously there was a difference of listening, reading, writing and speaking skills of the students who followed the sociodrama method with students who followed conventional teaching method.

METODE SOSIODRAMA UNTUK MENINGKATKAN KEMAMPUAN MENYIMAK DONGENG DI MI MA’ARIF NU BAJONG KECAMATAN BUKATEJA KABUPATEN PURBALINGGA

Abstract: The results showed that by applying the method of leaming Indonesian sociodramas on the short story material can enhance listening skills on Indonesian Language lesson of VB MI Ma'anif NU Bajong's students. This is indicated by an increase in value. The average value obtained grade students before giving the action was 61.5, while the percentage of students achieving mastery leaming is 15%.
 Keywords: Sociodrama Methods, Fairytale

Sociodrama in the Training of Social Educators: An Exploratory Research

The object of this study is sociodrama as a training method in the Social Education degree. Using a qualitative research methodology, the aim was to understand how this method contributed, over two academic years, to promoting the personal, social, and professional development of students. In the four groups studied, the sociodrama method enables openness to multiple perspectives upon reality, sharing of feelings, and creative search of solutions to solve problems and difficulties, generating conditions toward the development of flexibility and spontaneity essential in professional practice.

A Drama Textbook with Sociodrama Method: Research and Development in Linguistic Education Study Program in Central Java

This research was aimed to determine: (1) the quality of drama textbook which is used in Study Program of Language Education in Private Universities in Central Java; (2) how the development of drama textbook with sociodrama method; (3) the effectiveness of drama textbook with sociodrama method which have been developed by sociodrama.

Conversations with the Marketplace: An application of Design Thinking and Sociodrama Action Methods in an Innovation Workshop

This paper describes the use of sociodrama action methods within a design thinking workshop created to support marketing planning for a new product innovation. Participants were a digital sector SME and researchers within a UK university knowledge transfer programme. The paper (1) discusses the theoretical foundations of design thinking and sociodrama; (2) presents a detailed case study of workshop co-development and delivery; and (3) reports the impacts for the client and the university. The authors assert that the discourse of design thinking enhances innovative, collaborative problem solving that improve exploration of possibilities for new product and service development as well as improved organizational business processes. Sociodrama methods assist facilitators by incorporating psychological, linguistic and biological elements to design thinking, leading to superior outcomes than simply from setting up a creative problem solving activity.

Sociodrama: a teaching method for expanding the understanding of clinical issues.

Sociodrama is a powerful teaching strategy that combines a case study approach with traditional role-play methodology to illustrate critical issues in end-of-life care. Building on principles of adult learning and communication skills, the sociodrama method enables the skilled facilitator to draw on the learner's past experiences as resources for teaching and reflective practice. This article describes the use of sociodrama in end-of-life education with illustrations from actual sessions including key discussion points, a typical instructional plan and staging tips.